Grade 5: Curriculum Map - EL Education

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Grade 5: Curriculum Map

GRADE 5

Curriculum Map

© 2013 Expeditionary Learning, New York, NY. All Rights Reserved. Expeditionary Learning Grades 3-8 ELA Curriculum • G5: Curriculum Map • September 2014 • 1

These grades 3-–5 curriculum modules are designed to address CCSS ELA outcomes during a one-hour English Language Arts block. The overarching focus for all modules is on building students’ literacy skills as they develop knowledge about the world. Taken as a whole, these modules are designed to give teachers concrete strategies to address the “instructional shifts” required by the CCSS.

Structure of a Module • Each module provides eight weeks of instruction, broken into three shorter units. Each module includes seven assessments:

– Six unit-level assessments that almost always are on-demand: students’ independent work on a reading, writing, speaking, or listening task.

– One final performance task that is a more supported project, often involving research.

Structure of a Year of Instruction • There are six modules per grade level.

• Of these six modules, teachers would teach four: Module 1, followed by either Module 2A or 2B, then either 3A or 3B, then Module 4.

• Teachers should begin the year with Module 1, which lays the foundation for both teachers and students regarding instructional routines.

• For Modules 2 and 3, option B formally assesses all standards formally assessed in Option A (and possibly some additional standards as well).

• Option 2B specifically includes supplemental lessons with explicit writing instruction aligned with ELA CCSS L1–3 and with Reading Foundations instruction aligned with ELA CCSS RF.5 and RF.6. These lessons are intended as models of the type of robust instruction that teachers need to incorporate in their literacy time beyond the bounded “one-hour per day” of the modules.

How to Read This Document The purpose of this document is to provide a high-level summary of each module and name the standards formally assessed in each module.

• Module focus: Read this first. The “focus” is the same across the grades 3-5 band and signals the progression of literacy skills across the year as well as alignment to the CCSS instructional shifts.

• Module title: This signals the topic students will be learning about (often connected to social studies or science) and aligns with Instructional Shift #1, building knowledge through content-rich nonfiction.

• Description: These three or four sentences tell the basic “story” of the eight-week arc of instruction: the literacy skills, content knowledge, and central text.

GRADE 5

Curriculum Map


• Texts: This lists texts that all students read. The text in bold is the extended text for a given module: the text(s) with which students spend the most time. Remember that texts can be complex based on both qualitative and quantitative measures. Texts are listed in order from most quantitatively complex (based on Lexile® measure) to least quantitatively complex. Texts near the bottom of the list are often complex in ways other than Lexile. Within a given module, the list shows the wide variety of texts students read as they build knowledge about a topic. This aligns with Instructional Shift #1, building knowledge through content-rich nonfiction. For a procurement list that specifics texts that need to be purchased for use with the curriculum, go to commoncoresuccess.elschools.org or EngageNY.org and search for the document “Trade Books and Other Resources.”

• Final Performance Task: This is a culminating project, which takes place during Unit 3 of every module. Performance tasks are designed to help students synthesize and apply their learning from the module in an engaging and authentic way. Performance tasks are developed using the writing process, are scaffolded, and almost always include peer critique and revision. Performance tasks are not “on-demand” assessments. (Note: The end of Unit 3 assessment often addresses key components of the performance task.)

• Unit-Level Assessments

– Each unit includes two assessments, most of which are “on-demand” (i.e., show what you know/can do on your own).

– Mid-unit assessments typically, though not always, are reading assessments: text-based answers.

– End of unit assessments typically, though not always, are writing assessments: writing from sources.

– Most assessments have a heavy emphasis on academic vocabulary, particularly determining words in context.

– Assessments are designed to be curriculum-embedded opportunities to practice the types of skills needed on state assessments.

– The curriculum map below lists the title of each assessment, the standards assessed, and the assessment format.

– Selected response (multiple-choice questions)

– Short constructed-response (short-answer questions of the type that is scored using the New York State 2-point rubric)

– Extended response (longer writing or essays of the type that is scored using the New York State 4-point rubric) (either on-demand or supported)

– Speaking and listening (discussion or oral presentation)

– Scaffolded essay (involving planning, drafting, and revision)

• Standards: In each module, the standards formally assessed are indicated with a check mark; see details below.

GRADE 5

Curriculum Map


Module 1 Module 2A Module 2B Module 3A Module 3B Module 41

Focus Becoming a Close Reader

and Writing to Learn

Researching to Build

Knowledge and Teaching

Others

Researching to Build

Knowledge and Teaching

Others

Considering Perspectives and

Supporting Opinions

Considering Perspectives

and Supporting Opinions

Gathering Evidence and

Speaking to Others

Module Title Stories of Human Rights Biodiversity in Rainforests of

the Western Hemisphere

Inventions that Changed

Peoples Lives

Sports and Athletes’ Impact

on Culture

Balancing Competing

Needs in Canada

Natural Disasters in the

Western Hemisphere

GRADE 5

Curriculum Map



Description What are human rights, and

how do real people and

fictional characters respond

when those rights are

challenged? Students read

closely the introduction and

selected articles of the

Universal Declaration of

Human Rights (UDHR),

paired with firsthand

accounts of real people

facing human rights

challenges. They then study

Esperanza Rising, applying

their new learning about

human rights as one lens

through which to interpret

character and theme.

Finally, students revisit the

text and themes of the

UDHR and Esperanza

Rising as they prepare and

perform a Readers Theater.

This module (which could be

used in conjunction with a

study of Latin America)

features a close read of The

Most Beautiful Roof in the

World, which describes the

work of scientists

documenting rainforest

biodiversity. Students build

knowledge about the

rainforests and how

scientists closely observe the

natural world to then help

them communicate their

research. They then do a

case study of Meg Lowman,

the researcher featured in

The Most Beautiful Roof in

the World. Finally, students

examine the qualities of field

guides and journals,

research either ants or

butterflies of the rainforest,

and produce an

informational report and a

field journal–style page for

younger readers.

Students learn about new or

improved technologies that

have been developed to meet

societal needs and how those

inventions have changed

people’s lives. They conduct

authentic research to build

their own knowledge and

teach others through writing.

Students read the graphic

novel Investigating the

Scientific Method with Max

Axiom, Super Scientist as

well as several informational

articles about inventions in

order to write a short

opinion paragraph about

which of the inventions they

learned about has been most

important to people and

why. Students conclude the

module by conducting

research about one of two

inventions, Garrett A.

Morgan’s traffic light or the

Wright brothers’ airplane in

order to develop a narrative

in the form of a graphic

novelette about the

invention they researched.

Students learn about the

importance of sports in

American culture. They read

the challenging biography

Promises to Keep: How

Jackie Robinson Changed

America, focusing on

Robinson as a case study of an

athlete who broke societal

barriers. They also analyze

how Sharon Robinson

provides evidence to support

her opinions. Next, students

research either Althea Gibson

or Roberto Clemente, both of

whom broke cultural barriers.

Finally, students write an

opinion letter to a publishing

company explaining the need

for a biography about that

athlete given his/her impact

on society.

Students explore how

native Inuit and other

people of Canada have used

the natural resources

available to meet their

needs. They read The Inuit

Thought of It: Amazing

Arctic Innovations, to

learn about how the native

Inuit people of Canada

used natural resources to

meet the needs of their

community hundreds of

years ago. They then

read/view a variety of

informational texts and

media to examine how the

resources in Canada are

used meet the needs and

wants of people throughout

the Western Hemisphere,

today. Finally, students

reflect upon two points of

view regarding a current

mining project that has

been proposed for

development in a present-

day Inuit community and

express their opinion in the

form of an editorial essay.

This module integrates

science and social studies

content. Students read

literature set during a

natural disaster: the

beautifully illustrated picture

book Eight Days: A Story of

Haiti . They analyze how the

narrator’s perspective

determines how events are

described. Then, students

conduct a short research

project about Haiti and the

Red Cross, and ultimately

draft and revise an opinion

speech in which they take a

stand on what role

humanitarian organizations

should take when

neighboring countries are

struck by natural disasters.

They deliver this speech to

the class.

GRADE 5

Curriculum Map



Texts (central text(s) in bold)3

• Readers on Stage, Aaron

Shepard (RL Reader’s

Theater, NL)

• “The History of the

United Nations,”

http://www1.umn.edu/hu

manrts/edumat/hreduser

ies/hereandnow/Part-

1/whatare.htm (excerpt)

(RI, NL)

• Fluency Practice Read-

Aloud Plays: Grades 5-

6: 15 Short, Leveled

Fiction and Nonfiction

Plays with Research-

Based Strategies to Help

Students Build Fluency

and Comprehension,

Kathleen M. Hollenbeck

(RL Reader’s Theater,

NL)

• Readers Theater Grade

5, Michael Ryall (RL, NL)

• The Universal

Declaration of Human

Rights (RI, 1695L)

(excerpts only)

• “Background on the

UDHR,” excerpted from

Human Rights: Here &

Now, edited by Nancy

Flowers (RI, 1690L)

• The Universal Declaration

• Transcript: “Great Bear

Rainforest Remote

Camera Project” (RI,

1250L)

• The Most Beautiful

Roof in the World, Meg

Lowman (RI, 1160L)

• “Meg Lowman Interview:

Questions and Answers,”

adapted from Smithsonian

and Visitraleigh .com

(RI, 1110L)

• “Amazon Rainforest,”

Phyllis Barkas Goldman

(RI, 1030L)

• “Sloth Researcher: Bryson

Voirin,” The Wild

Classroom interview

(RI, 950L)

• “Hawaii’s Endangered

Happy Face Spider,” EL

Education

(RI, 940L)

• “Live Online Interview

with Eve Nilson,”

Scholastic

(RI, 880L)

• “I Want to Be a Rainforest

Scientist,” poem

(RL, 1100L)

• “Facts about Howler

Monkeys,” National

• “Dr. James Naismith,

Inventor of Basketball,”

http://www.kansasheritag

e.org/people/naismith.ht

ml (RI, 1290L)

• “Airplane.” The New Book

of Knowledge, Grolier

Online, 2013. Web. Sept.

16, 2013 (excerpts) (RI,

1170L)

• How Do Inventions Affect

the Way We Live? Susan

Quinn (RI, 1130L)

• “First College Basketball

Game,”

http://www.americaslibra

ry.gov/jb/progress/jb_pro

gress_basketball_1.html,



gress_basketball_2.html,



gress_basketball_3.html.

(RI, 1120L)

• “How Did We Learn to Fly

Like Birds?”

http://www.grc.nasa.gov/

WWW/k-

12/UEET/StudentSite/hist

oryofflight.html (excerpts)

(RI, 1120L)

• “The Electric Motor,” EL

• “H.R. 4130: The Althea

Gibson Excellence Act,”

112th Congress (RI, 1670L)

• “The Great Roberto

Clemente—Latino Legends

in Sports,” Ozzie Gonzales

(RI, 1240L)

• “Sports in America,”

abridged from U.S. State

Department IIP

publications (RI, 1190L)

• H.R. 4130, United States

Congress (RI, 1160L)

• “Rules for Riding

Desegregated Buses,” Dr.

Martin Luther King Jr. (RI,

1160L)

• “Notable Southerners:

Althea Gibson,” as found at

www.punctuationmadesimp

le.com/files/Althea_Gibson

.doc (RI, 1130L)

• Promises to Keep: How

Jackie Robinson

Changed America,

Sharon Robinson

(RI, 1030L)

• “It’s Not Just a Game,” Lori

Calabrese

(RI, 1020L)

• “Gibson, Althea (1927-

2003),” Reviewed by Frank

• The Inuit Thought of

It:

Amazing Arctic

Innovations (We

Thought Of It),

Alootook Ipellie and

David MacDonald (RI,

NL)

• “Multibillion-dollar Iron

Mine Approved for Baffin

Island” excerpts CBC

News Posted: Sep 15,

2012 (RI, 1410L)

• “Deforestation in

Canada”

http://cfs.nrcan.gc.ca/pa

ges/391 (RI, 1300L)

• “Monitoring the Mary

River Project” excerpt

http://www.qia.ca/apps/

authoring/dspPage.aspx?

page=MRP-monitoring

(RI, 1260L)

• “Developing a Vital

Resource for Canadians

and the World” video

transcript

http://www.actionplan.g

c.ca/en/blog/r2d-

dr2/developing-vital-

resource-canadians-and-

world (RI, 1250L)

• ”Products of Mining in

• Eight Days, Edwidge

Danticat (RL, 820L)

• “Help for Haiti,” Weekly

Reader (RI, NL)

• “Haiti Earthquake Relief

One-Year Report,”

http://www.redcross.org/i

mages/MEDIA_CustomPr

oductCatalog/m3140113_

HaitiEarthquake_OneYear

Report.pdf (RI, 1380L)

• “American Red Cross

Disaster Relief,”

redcross.com (RI, 1320L)

• “Earthquakes,”

scienceforkids.kidipede.com

(RI, 1240L)

• “The Red Cross at a

Glance,” Dave Coustan

(RI, 1200L)

• “How Does a Hurricane

Form?”

scijinks.nasa.gov/hurrican

e (RI, 1140L)

• Characteristics of

Multinational

Organizations, Matt Reher

(RI, 1070L)

• “How Do Hurricanes

Form?”

eo.ucar.edu/kids/dangerw

x/hurricane3.htm (RI,

3 Texts listed in order of informational text first, then literature; both categories shown from most to least quantitatively complex (based on Lexile®).

GRADE 5

Curriculum Map



of Human Rights—Plain

Language Version (RI,

1520L)

• “A Short History of the

UDHR,” adapted from

Human Rights Here &

Now, edited by Nancy

Flowers (RI, 930L)

• “Teaching Nepalis to

Read, Plant, and Vote,”

Lesley Reed (RI, 930L)

• “From Kosovo to the

United States,” Isau Ajeti

and Blanche Gosselin (RI,

560L)

• Esperanza Rising,

Pam Munoz Ryan (RL,

740L)

• “Readers Theater Script:

American Heroes”

(RL, 660L)

Geographic (RI, 910L)

• “The Wings of the

Butterfly: A Tale of the

Amazon Rainforest,”

Aaron Shepard (RL, 720L)

• Rainforest Research

Journal, Paul Mason

(excerpts) (RI, NL; teacher

copy only)

• Peterson First Field Guide

to Birds of North America

(RI, NL)

Education (RI, 1090L)

• Inventing the Plane, Kate

Reuther (RI, 1080L)

• “Garrett Morgan: Inventor

Hero,” Paula Morrow, in

Ask Magazine,

http://www.askmagkids.c

om/ (RI, 1090L)

• Inventing the Plane, Kate

Reuther (RI, 1080L)

• “Ingenious Inventions by

Women: The Windshield

Wiper and Paper Bag

Machine,” EL Education

(RI, 1050L)

• “Transportation, from the

Soap Box Derby to the

Jeep: First Automatic

Traffic Signal,” from The

Ohio Academy of Sciences,

Heartland Science

www.heartlandscience.org

(RI, 1040L)

• “Steve Jobs,” Time for

Kids

http://www.timeforkids.c

om/news/steve-

jobs/21806 (excerpts) (RI,

1030L)

• “The Twofold Genius of

Garrett Morgan,” from

Social Studies for Kids,

http://www.socialstudiesf

orkids.com/articles/ushist

ory/garrettmorgan.htm.

(RI, 950L)

• “Big Thinkers: Was Steve

V. Phelps. The New Book of

Knowledge. Grolier Online

(RI, 1000L)

• “Roberto Clemente,” Lynn

C. Kronzek (RI, 990L)

• “Roots of American Sports,”

Ally’s Multicultural History

& How It Relates to Us

Today. (RI, 940L)

• “Courage on the Field,”

Marc Stewart (RI, 930L)

• “Roberto Clemente’s Gifts

From the Heart,” Scholastic

News (RI, 870L)

• “The Great Migration,”

Junior Scholastic

(RI, 540L)

Canada: From Batteries

to Vehicles”

http://www.acareerinmi

ning.ca/en/industry/ever

ydayproducts.asp (RI,

1180L)

• “Products” excerpts

http://www.oilandgasinf

o.ca/oil-gas-

you/products/ (RI,

1170L)

• “Nunavut Braces for

Massive Mary River

Mine” CBC, September

13, 2012 (RI, 1120L)

• “Natural Resources and

the Canadian Economy”

http://actionplan.gc.ca/e

n/page/r2d-

dr2/overview (RI, 1110L)

• “Excerpts from the

Qikiqtani Inuit

Association Website”

http://www.qia.ca/apps/

authoring/dspPage.aspx?

page=theproject (RI,

1110L)

• “Should We Drill?”

Scholastic News Edition

5/6, April 26, 2010 (RI,

1070L)

• “Nunavut” excerpts

Bone, R. M. "Nunavut."

The New Book of

Knowledge. Grolier

Online, 2013. Web. 11

Sept. 2013 (RI, 970L)

1050L)

• “Remarks by President

Obama, Former President

Bill Clinton, and Former

President George W. Bush

on the Recovery and

Rebuilding Effort in Haiti”

(RI, 1040L)

• “Who wrote ‘In the Middle

of the Storm’?”

Expeditionary Learning

(RI 1000)

• “In the Middle of the

Storm” Reyna Eisenstark

(RL 940)

• “Surface Amplified Haiti

Earthquake,” Weekly

Reader (RI, 910L)

• “Save Bella!” Jayson

Fleischer (RL 900)

• Eight Days: A Story of

Haiti, Edwidge Danticat

(RL 890)

• “A Rocky Road Ahead,”

Scholastic News

(RI 820L)

• Earthquake." The New

Book of Knowledge.

Grolier Online (RI, 770L)

• “On Shaky Ground,”

Scholastic Inc. (RI, 760L)

GRADE 5

Curriculum Map



Jobs this Generation’s

Thomas Edison?” Junior

Scholastic. 11/21/2011,

Vol. 114 Issue 6, p5-5. 1p

(RI, 940L)

• Garrett Augustus Morgan,

EL Education (RI, 930L)

• “Invention of the

Airplane,” Shashank

Nakate,

http://www.buzzle.com/ar

ticles/invention-of-the-

airplane.html (excerpts)

(RI, 920L)

• The Boy Who Invented

TV: The Story of Philo

Farnsworth, Kathleen

Krull (RI, 860L)

• “The TV Guy,”

http://www.ilovehistory.u

tah.gov/people/difference

/farnsworth.html (RI,

850L)

• Investigating the

Scientific Method with

Max Axiom, Super

Scientist, Donald B.

Lemke (RI, 760L)

• “Television Takes the

World by Storm” (video

excerpts),

http://www.history.com/s

hows/modern-

marvels/videos/television-

takes-the-world-by-

storm#television-takes-

the-world-by-storm (RI,

• “Minerals and Metals in

Your Life” excerpts

PDAC Mining Matters

News September 2004 –

Issue 4 (RI, 940L)

• “A Limited Supply”

http://www.ecokids.ca/p

ub/eco_info/topics/cana

das_north/nature/resou

rces.cfm (RI, 910L)

GRADE 5

Curriculum Map



NL)

Lexile® Common Core Band Level Text Difficulty Ranges for Grades 4–54: 740–1010L

Performance Task

Readers Theater Script and

Performance of Scenes from

Esperanza Rising (W.5.3, W.5.4, W.5.5, W.5.9,

W.5.10, W.5.11, and SL.5.6)

scaffolded script writing

and dramatic presentation

Research-Based Narrative

Writing: Rainforest Field

Journal Page (RI.5.7, RI.5.9,

W.5.2, W.5.3, W.5.4, W.5.5,

W.5.7, W.5.8, and W.5.9)

scaffolded narrative and

explanatory essay

Graphic Style Novelette

(RI.5.9, W.5.2, W.5.3, W.5.4,

W.5.5, W.5.6, W.5.7, W.5.8,

L.5.1c, L.5.3, and L.5.4)

scaffolded research-based

graphic novel

Letter to a Publisher (RI.5.9, W.5.1, W.5.4, W.5.5,

W.5.7, W.5.8, W.5.9b, L.5.1,

L.5.2a-c and L.5.6)

scaffolded opinion essay

Editorial Essay (W.5.1,

W.5.4a, W.5.5, W.5.8,

W.5.9b, L.5.1c, d, L.5.2a, b,

d, e, SL.5.1, and SL.5.3)

scaffolded opinion essay

Opinion Speech: How

Should U.S. Humanitarian

Organizations Prioritize

Aid to Neighboring

Countries Following a

Natural Disaster?

(RI.5.7, RI.5.9, W.5.1, W.5.4,

W.5.5, W.5.7, W.5.8, W.5.9,

W.5.11, L.5.1, L.5.2, L.5.3a,

L.5.6, SL.5.4, SL.5.5, and

SL.5.6)

scaffolded essay and speech

4 Supplemental Information for Appendix A of the Common Core State Standards for English Language Arts and Literacy: New Research on Text Complexity

http://www.corestandards.org/assets/E0813_Appendix_A_New_Research_on_Text_Complexity.pdf

GRADE 5

Curriculum Map


Unit-Level Assessments (ELA CCSS)


Mid-Unit 1 Human Rights Vocabulary

and Common Prefixes (L.5.6 and W.5.10)

selected response and

short constructed response

Analyzing an Interview

with a Rainforest

Scientist Part 1

(RI.5.1, RI.5.2, RI.5.3 and

L.5.4)



Text Dependent Questions:

Investigating the Scientific

Method with Max Axiom

Super Scientist, pages 24–

27 (RL.5.7, W.5.9, and

L.5.4)



Identifying Author’s

Opinion and Supporting

Evidence: Sports in

American Culture (RI.5.2, RI.5.4, and RI.5.8)



Text-Dependent and Short

Answer Questions: “Arctic

Fun” (RI.5.1, RI.5.2, RI.5.4,

and L.5.5c) short

constructed response

Text-Dependent Short-

Answer Quiz—the Effects

of Natural Disasters (RI.5.1, RI.5.3 and RI.5.4)

selected response and short


End of Unit 1

On-Demand Analysis of a

Human Rights Account (RI.5.1, RI.5.2, RI.5.3,

RI.5.9, and W.5.9)


extended response

Analyzing an Interview

with a Rainforest Scientist

Part 2, and Comparing and

Contrasting Texts about

Rainforest Biodiversity

(RI.5.1, RI.5.2, RI.5.4,

RI.5.5, RI.5.9, and W.5.1a,

b)

selected response, short

constructed response, and

speaking and listening

Using Quotes to Explain

Relationships and Support

an Opinion (RI.5.1, RI.5.3,

RI.5.4, RI.5.5, and W.5.1a

and b)



short opinion essay

On-Demand Opinion and

Evidence Paragraph about

the Importance of Sports in

American Culture (W.5.1 and W.5.9)


On-Demand Note Taking

and Summarizing: “The

Inuit Today” (RI.5.1,

RI.5.2, RI.5.3, RI.5.4, and

L.5.5c) on-demand note

taking

Part I, On-Demand Essay:

“What Makes a Hurricane

a Natural Disaster?”

(W.5.2, W.5.4, W.5.9b);

Part II, Science Talk

(SL.5.1a, b, c, d, e and f)

extended response and


Mid-Unit 2 Analyzing Sections of

Esperanza Rising on My

Own (RL.5.1, RL.5.3, RL.5.2,

and RL.5.4)



The Most Beautiful Roof in

the World Quiz

(RI.5.1, RI.5.2, RI.5.4,

and L.5.4a and b)



Text-Dependent

Questions: “The TV Guy”

(RI.5.1, RI.5.2, RI.5.4, and

L.5.4)



Identifying Author’s

Opinion, Reasons, and

Supporting Evidence:

“Courage on the Field” (RI.5.2, RI.5.4, RI.5.6 and

RI.5.8)



Text-Dependent and Short

Answer Questions:

Excerpts from “A Limited

Supply” (RI.5.1, L.5.4 (a, c),

and L.5.5c) short


Analyzing a New Narrative

about a Natural Disaster,

Parts I and II (NYSP12

ELA CCLS RL.5.1, RL.5.7,

L.5.5. a, RL.5.6, W.5.2, and

W.5.9a)

End of Unit 2

On-Demand Analytical

Essay about How

Esperanza Changes Over

Time

On-Demand Analysis of

Meg Lowman’s Research in

the Rainforest

(W.5.2a, b, d, e, W.5.4,

On-Demand Informational

Writing: Philo

Farnsworth’s Invention of

Writing an Opinion

Essay with Supporting

Evidence about Jackie

Robinson’s Legacy

Research and Response

(RI.5.1, RI.5.3, RI.5.9,

W.5.7, W.5.8, SL.5.1 and

SL.5.2) research and

Perspectives on Natural

Disasters (NYSP12 ELA

CCLS RI.5.1 and RL.5.6a,

with an optional

GRADE 5

Curriculum Map



(RL.5.1, RL.5.2, RL.5.3,

W.5.2, W.5.4, W.5.5, and

W.5.9a)

extended response

W.5.8 and W.5.9b)

extended response

the Television and How It

Changed People’s Lives

(RL.5.3, W.5.2, and L.5.4)

on-demand essay

(W.5.1, W.5.4 and W.5.9)

extended response


response

assessment of W.5.11.)

Mid-Unit 3 Evaluating a Novel versus a

Script

(RL.5.1, RL.5.4, RL.5.5,

RL.5.6, and RL.5.9) short constructed response

On-Demand Note-Taking

about Howler Monkeys

(RI.5.1, RI.5.2, RI.5.7,

W.5.8, and W.5.9b)


On-Demand Note Taking

and Text-Dependent

Questions: “Garrett

Augustus Morgan” or “How

Did We Learn to Fly?”

(RI.5.1, RI.5.4, RI.5.7,

W.5.7 and W.5.8)



Notes and Graphic

Organizer for a Letter to a

Publisher (RI.5.9, W.5.1, W.5.7, and

L.5.6)


On-Demand Note-Taking,

Analysis, and Reflection:

“Should We Drill?” (RI.5.1,

RI.5.6, RI.5.8, W.5.8,

W.5.9b, and L.5.4a) note

taking

Short Constructed

Response and Organizing

Notes for a Public Speech (RI.5.7, W.5.7, W.5.8, and

W.5.9b)


End of Unit 3 Individual Scene of a

Readers Theater Script (W.5.3, W.5.4, and W.5.9)

extended response

Writing a Rainforest Field

Journal Entry about

Howler Monkeys

(RI.5.7, W.5.2a, b, c, d,

W.5.3, W.5.4, W.5.7, and

W.5.9b)

extended response

Text-Dependent Questions

and Storyboard Draft

(RI.5.1, RI.5.4, RI.5.9,

W.5.2, W.5.3a and b,

W.5.4, and W.5.8)



notes

Draft Letter to a Publisher (RI.5.9, W.5.1, W.5.4,

L.5.1c, d)

extended response

Text-Dependent Questions

and Draft Editorial: The

Mary River Project on

Baffin Island (RI.5.1, W.5.1,

W.5.8, W.5.9b, and L.5.4a)

short response and

scaffolded essay

On-demand Draft Opinion

Speech: How Should U.S.

Humanitarian

Organizations Prioritize

Aid to Neighboring

Countries Following a

Natural Disaster?

(RI.5.9, W.5.1, W.5.4,

W.5.5, W.5.7, W.5.8, W.5.9

and L.5.2)

extended response

GRADE 5

Curriculum Map Common Core State Standards Formally Assessed


Common Core ELA Standards Formally Assessed, by Module • In the curriculum map below, any specific CCSS with a check mark indicates formally assessed.

• Some standards are formally assessed in multiple modules.

• “B” modules will assess all the same standards as “A” modules but may address additional standards as well.

• Because of the integrated nature of the standards, even standards that are not formally assessed are often embedded in instruction throughout every module (e.g., RI/RL.1).

• Some standards are not applicable in an on-demand assessment context (e.g., R.10 or W.10). In the curriculum map below, these standards are noted as “integrated throughout.”

• Some standards (e.g., W.2) have a main or “parent” standard and then subcomponents (e.g., W.2a). Often, students’ mastery of the entirety of this standard is scaffolded across multiple modules. Therefore, in the curriculum map below, the “parent” standard is checked only if all components of that standard are formally assessed within that particular module. Otherwise, just the specific components are checked.

• For more guidance about how to address CCSS RF.3 (Phonics and Word Recognition), CCSS RF.4 (Fluency), and CCSS L.1, 2, and 3, see the stand-alone document Foundational Reading and Language Standards: Resources Packages for Grades 3-5. This resource provides guidance about structures and purpose for an Additional Literacy Block alongside the modules. The overview in that stand-alone document also includes a list of example lessons that teachers can use as a model to develop additional similar lessons.

GRADE 5



Reading Standards for Literature


RL.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing

inferences from the text. P P

RL.5.2. Determine a theme of a story, drama, or poem from details in the text, including how

characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a

topic; summarize the text. P

RL.5.3. Compare and contrast two or more characters, settings, or events in a story or drama,

drawing on specific details in the text (e.g., how characters interact). P P

RL.5.4. Determine the meaning of words and phrases as they are used in a text, including figurative

language such as metaphors and similes. P

RL.5.5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall

structure of a particular story, drama, or poem. P

RL.5.6. Describe how a narrator’s or speaker’s point of view influences how events are described. P P

A. Recognize and describe how an author’s background affects his or her perspective.5 P

RL.5.7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a

text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). P P

RL.5.9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on

their approaches to similar themes and topics.6 P

RL.5.10. By the end of the year, read and comprehend literature, including stories, dramas, and

poetry, at the high end of the grades 4–5 text complexity band independently and proficiently. Integrated throughout.

RL.5.11. Recognize, interpret, and make connections in narratives, poetry, and drama, to other texts,

ideas, cultural perspectives, eras, personal events, and situations. 7

Implemented through Accountable Independent Reading: see “Launching Independent Reading in

Grades 3–5: Sample Plan” (stand-alone document on EngageNY.org).

5 This is a standard specific to New York State.

GRADE 5




A. Self-select texts to develop personal preferences regarding favorite authors. Integrated throughout.

B. Use established criteria to categorize, select texts and assess to make informed judgments

about the quality of the piece. Implemented through Accountable Independent Reading: see “Launching Independent Reading in

Grades 3–5: Sample Plan” (stand-alone document on EngageNY.org).

7 This is a standard specific to New York State. In the elementary modules, RL.11a and b are also addressed through Accountable Independent Reading. See “Foundational Reading and Language Skills: Resource

Package for Grades 3-5” (in Resources on commoncoresuccess.elschools.org). On this document, look specifically at the section titled “Independent Reading: The Importance of a Volume of Reading and Sample Plans.”

GRADE 5



Reading Standards for Informational Text


RI.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing

inferences from the text. P P P P P

RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key

details; summarize the text.8 P P P P P

RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or

concepts in a historical, scientific, or technical text based on specific information in the text. P P P P P

RI.5.4. Determine the meaning of general academic and domain-specific words and phrases in a

text relevant to a grade 5 topic or subject area. P P P P P

RI.5.5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect,

problem/solution) of events, ideas, concepts, or information in two or more texts. P P

RI.5.6. Analyze multiple accounts of the same event or topic, noting important similarities and

differences in the point of view they represent. P P

RI.5.7. Draw on information from multiple print or digital sources, demonstrating the ability to

locate an answer to a question quickly or to solve a problem efficiently. P P P

RI.5.8. Explain how an author uses reasons and evidence to support particular points in a text,

identifying which reasons and evidence support which point(s). P P

RI.5.9. Integrate information from several texts on the same topic in order to write or speak about

the subject knowledgeably. P P P P P P

RI.5.10. By the end of the year, read and comprehend informational texts, including history/social

studies, science, and technical texts, at the high end of the grades 4–5 text complexity band

independently and proficiently.

Integrated throughout.

8 RI.5.2: The assessment in M2A and M2B is a scaffold toward full mastery of the standard, which is assessed again in M3A and M3B.

GRADE 5



Reading Standards: Foundational Skills


RF.5.3. Know and apply grade-level phonics and word analysis skills in decoding words +∗

A. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and

morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in

context and out of context. +

RF.5.4. Read with sufficient accuracy and fluency to support comprehension. +

A. Read grade-level text with purpose and understanding. +

B. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on

successive readings. +

C. Use context clues to confirm or self-correct word recognition and understanding,

rereading as necessary. +

+ This module includes an example lesson to show teachers how to address the standard, but this specific component of the standard is not formally assessed. See the Overview document in the Foundational Reading

and Language Standards: Resources Packages for Grades 3-5.

GRADE 5



Writing Standards


W.5.1. Write opinion pieces on topics or texts, supporting a point of view with

reasons and information. P P P

A. Introduce a topic or text clearly, state an opinion, and create an organizational structure in

which ideas are logically grouped to support the writer’s purpose. P P P P P

B. Provide logically ordered reasons that are supported by facts and details. P P P P P

C. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). P P P

D. Provide a concluding statement or section related to the opinion presented. P P P

W.5.2. Write informative/explanatory texts to examine a topic and convey ideas

and information clearly. P P P P

A. Introduce a topic clearly and group related information in paragraphs and sections; include

formatting (e.g., headings), illustrations, and multimedia when useful to aiding

comprehension. P P P P

B. Develop the topic with facts, definitions, concrete details, quotations, or other information

and examples related to the topic. P P P P

C. Link ideas within and across categories of information using words, phrases, and clauses

(e.g., in contrast, especially). P P P P

D. Use precise language and domain-specific vocabulary to inform about or explain the topic. P P P P

E. Provide a concluding statement or section related to the information or

explanation presented. P P P P

GRADE 5




W.5.3. Write narratives to develop real or imagined experiences or events using effective techniques,

descriptive details, and clear event sequences. P P P

A. Orient the reader by establishing a situation and introducing a narrator and/or characters;

organize an event sequence that unfolds naturally. P P P

B. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences

and events or show the responses of characters to situations. P P P

C. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. P P

D. Use concrete words and phrases and sensory details to convey

experiences and events precisely. P P

E. Provide a conclusion that follows from the narrated experiences or events. P

W.5.4. Produce clear and coherent writing in which the development and organization are

appropriate to task, purpose, and audience. P P P P P P

A. Produce text (print or nonprint) that explores a variety of cultures and perspectives.9 *∗ P P

W.5.5. With guidance and support from peers and adults, develop and strengthen writing as needed

by planning, revising, editing, rewriting, or trying a new approach. Integrated throughout.

W.5.6. With some guidance and support from adults, use technology, including the Internet, to

produce and publish writing as well as to interact and collaborate with others; demonstrate

sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.


W.5.7. Conduct short research projects that use several sources to build knowledge through

investigation of different aspects of a topic. P P P P P

9 This is a standard specific to New York State. ∗ Not formally assessed; to be addressed upon revision.

GRADE 5




W.5.8. Recall relevant information from experiences or gather relevant information from

print and digital sources; summarize or paraphrase information in notes and finished work,

and provide a list of sources.

P P P P P

W.5.9. Draw evidence from literary or informational texts to support analysis,

reflection, and research. P P P P

A. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more

characters, settings, or events in a story or a drama, drawing on specific details in the text

[e.g., how characters interact]”). P P

B. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses

reasons and evidence to support particular points in a text, identifying which reasons and

evidence support which point[s]”). P P P P P

W.5.10. Write routinely over extended time frames (time for research, reflection, and revision) and

shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,

purposes, and audiences.


W.5.11. Create and present an original poem, narrative, play, artwork, or literary critique in

response to a particular author or theme studied in class.10 P P

A. Recognize and illustrate social, historical, and cultural features in the presentation

of literary texts. P

10 This is a standard specific to New York State.

GRADE 5



Speaking and Listening Standards


SL.5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and

teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and

expressing their own clearly.

P P P

A. Come to discussions prepared, having read or studied required material; explicitly

draw on that preparation and other information known about the topic to explore ideas

under discussion. P P P

B. Follow agreed-upon rules for discussions and carry out assigned roles. P P P

C. Pose and respond to specific questions by making comments that contribute to the discussion

and elaborate on the remarks of others. P P P

D. Review the key ideas expressed and draw conclusions in light of information and knowledge

gained from the discussions. P P P

E. Seek to understand and communicate with individuals from different perspectives and

cultural backgrounds.11 P P P

F. Use their experience and their knowledge of language and logic, as well as culture, to think

analytically, address problems creatively, and advocate persuasively.12 P P P

SL.5.2. Summarize a written text read aloud or information presented in diverse media and formats,

including visually, quantitatively, and orally. P

SL.5.3. Summarize the points a speaker makes and explain how each claim is supported

by reasons and evidence. P

11 This is a standard specific to New York State. 12 This is a standard specific to New York State.

GRADE 5




SL.5.4. Report on a topic or text or present an opinion, sequencing ideas logically and using

appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at

an understandable pace.

P

SL.5.5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations

when appropriate to enhance the development of main ideas or themes. P

SL.5.6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to

task and situation. P P

GRADE 5



Language Standards


L.5.1 Demonstrate command of the conventions of standard English grammar and usage when

writing or speaking. P ++

A. Explain the function of conjunctions, prepositions, and interjections in general and their

function in particular sentences. P +

B. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. P P

C. Use verb tense to convey various times, sequences, states, and conditions. P P +

D. Recognize and correct inappropriate shifts in verb tense. P P +

E. Use correlative conjunctions (e.g., either/or, neither/nor). P

L.5.2. Demonstrate command of the conventions of standard English capitalization, punctuation,

and spelling when writing. P

A. Use punctuation to separate items in a series. P P P

B. Use a comma to separate an introductory element from the rest of the sentence. P P P

C. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question

from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is

that you, Steve?). P

+ This module includes an example lesson to show teachers how to address the standard, but this specific component of the standard is not formally assessed. See the Overview document in the Foundational Reading

and Language Standards: Resources Packages for Grades 3-5.

GRADE 5




D. Use underlining, quotation marks, or italics to indicate titles of works. P P P

E. Spell grade-appropriate words correctly, consulting references as needed. P P

L.5.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. P P

A. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. P P

B. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories,

dramas, or poems. P

L.5.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases

based on grade 5 reading and content, choosing flexibly from a range of strategies. P P

A. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning

of a word or phrase. P P P

B. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of

a word (e.g., photograph, photosynthesis). P P

C. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print

and digital, to find the pronunciation and determine or clarify the precise meaning of

key words and phrases. P

L.5.5. Demonstrate understanding of figurative language, word relationships,

and nuances in word meanings. ++ P

A. Interpret figurative language, including similes and metaphors, in context. + P

B. Recognize and explain the meaning of common idioms, adages, and proverbs. + P

+ This module includes an example lesson to address the standard, but this component of the standard is not formally assessed. See the Overview document in the Foundational Reading and Language Standards:

Resources Packages for Grades 3-5

GRADE 5




C. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to

better understand each of the words. P

L.5.6. Acquire and use accurately grade-appropriate general academic and domain-specific words

and phrases, including those that signal contrast, addition, and other logical relationships (e.g.,

however, although, nevertheless, similarly, moreover, in addition).


Documents

Grade 5: Curriculum Map - EL Education